Abstract
Blended/hybrid learning provides a new learning environment that combines face-to-face teaching with technology-mediated instruction. Based on blended learning practice in Peking University in recent years, this paper mainly discusses the factors that effecting student’s satisfaction in blended learning environment, and proposes an analytical model of evaluating student satisfaction in blended learning situation, which includes four dimensions: learner characteristics, instructor characteristics, course characteristics, and system characteristics. According to the model, the researchers design a questionnaire to research the PKU students’ attitudes on blended learning. The statistics results shows that e-learning adaptability, perceived usefulness, in-time of teacher’s response, perceived ease of use and course applicability are the important factors that can affect the learners’ satisfaction in using blended learning. Finally, the paper also proposes some suggestions to promote the use of blended learning in PKU.
NOTE: The paper was presented in International Conference on Hybrid Learning 2010, held by International Hybrid Learning Society, the Chinese University of Hong Kong and City University of Hong Kong.
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Zhao, G., Yuan, S. (2010). Key Factors of Effecting Blended Learning Satisfaction: A Study on Peking University Students. In: Tsang, P., Cheung, S.K.S., Lee, V.S.K., Huang, R. (eds) Hybrid Learning. ICHL 2010. Lecture Notes in Computer Science, vol 6248. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-14657-2_26
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DOI: https://doi.org/10.1007/978-3-642-14657-2_26
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